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Coordinating multiple resources to learn physics
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Physics and Astronomy, University of the Western Cape. (Physics Education Research)ORCID iD: 0000-0002-9866-9065
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Stockholm University. (Physics Education Research)ORCID iD: 0000-0003-3244-2586
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Physics Education Research)ORCID iD: 0000-0002-9185-628X
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy. (Physics Education Research)
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2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

It has been argued that for any given physics task there is a critical constellation of resources that students need to become proficient in handling in order for physics learning to take place. This is because different resources offer access to different information i.e. they have different pedagogical and disciplinary affordances. A laboratory exercise requiring coordination of multiple resources was designed to help students appreciate the movability of coordinate systems. Initially students were unable to coordinate the manipulation of a hand-held measuring device (IOLab) and observe changes in three readouts on a computer screen, whilst simultaneously drawing conclusions in their discussions with each other and the facilitator. However, the introduction of a paper arrow allowed students to quickly coordinate the resources and begin to experience the movability of coordinate systems. The study confirms earlier work on critical constellations of resources and the functioning of persistent resources as coordinating hubs.

Place, publisher, year, edition, pages
2017.
Keywords [en]
pedagogical affordance, disciplinary affordance, physics, critical constellations, coordinate systems
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-339117OAI: oai:DiVA.org:uu-339117DiVA, id: diva2:1177707
Conference
American Association of Physics Teachers Physics Education 2017 Summer Meeting
Funder
Swedish Research Council, 2016-04113
Note

References

[1] Redish, E. F., & Kuo, E. (2015). Language of physics, language of math: Disciplinary culture and dynamic epistemology. Science & Education, 24(5-6), 561-590.

[2] Christensen, W. M., & Thompson, J. R. (2012). Investigating graphical representations of slope and derivative without a physics context. Physical Review Special Topics-Physics Education Research, 8(2), 023101.

[3] Baldry, A., & Thibault, P. J. (2006). Multimodal transcription and text analysis: A multimodal toolkit and coursebook with associated on-line course. Equinox.

[4] Bezemer, J., & Mavers, D. (2011). Multimodal transcription as academic practice: a social semiotic perspective. International Journal of Social Research Methodology, 14(3), 191-206.

[5] Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49.

[6] Airey, J., & Linder, C. (2017). Social semiotics in university physics education. In Multiple Representations in Physics Education (pp. 95-122). Springer, Cham.

[7] Lemke, J. L. (1998, October). Teaching all the languages of science: Words, symbols, images, and actions. In Conference on Science Education in Barcelona. http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm

[8] McDermott, L. C. (1991). A view from physics. M. Gardner, J. Greeno, F. Reif, AH Schoenfeld, A. diSessa, and E. Stage (Eds.), Toward a scientific practice of science education, 3-30.

[9] Kohl, P. B., & Finkelstein, N. D. (2005). Student representational competence and self-assessment when solving physics problems. Physical Review Special Topics-Physics Education Research, 1(1), 010104.

[10] Kohl, P., & Finkelstein, N. (2006, February). Student representational competence and the role of instructional environment in introductory physics. In AIP Conference Proceedings (Vol. 818, No. 1, pp. 93-96). AIP.

[11] Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering disciplinary literacy? South African physics lecturers' educational responses to their students' lack of representational competence. African Journal of Research in Mathematics, Science and Technology Education, 18(3), 242-252.

[12] Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis).

[13] Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33(3), 657.

Within the social semiotic framing described here, 'disciplinary affordance' refers to the agreed meaning making functions that a representation or semiotic resource fulfils for a particular disciplinary community.

[14] Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In Concorde Hotel/National Institute of Education, Singapore, 3-5 November 2015 (p. 103). Swedish Foundation for International Cooperation in Research in Higher Education (STINT).

‘Pedagogical affordance’ reflects the usefulness of a semiotic resource for teaching some particular educational content. See also Ref. [6].

[15] Selen, M. (2013, April). Pedagogy meets Technology: Optimizing Labs in Large Enrollment Introductory Courses. In APS April Meeting Abstracts. http://meetings.aps.org/Meeting/APR13/Event/192073

[16] Roychoudhury, A., & Roth, W. M. (1996). Interactions in an open‐inquiry physics laboratory. International Journal of Science Education, 18(4), 423-445.

Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-08-30

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Linder, Cedric

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